Instructors and teachers of persons with disabilities teach children and adults with physical and developmental disabilities communication techniques, such as Braille or sign language, and rehabilitation skills to increase independence and mobility. They are employed in rehabilitation centres, specialized educational institutes and throughout the elementary and secondary school system.

Instructors and teachers of persons with disabilities teach children and adults with physical and developmental disabilities communication techniques, such as Braille or sign language, and rehabilitation skills to increase independence and mobility. They are employed in rehabilitation centres, specialized educational institutes and throughout the elementary and secondary school system.

Click on any of the Essential Skills to view sample workplace tasks for this occupation.

Skill levels are assigned to tasks: Level 1 tasks are the least complex and level 4 or 5 tasks (depending upon the specific skill) are the most complex. Skill levels are associated with workplace tasks and not the workers performing these tasks.

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The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.

Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

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This information has been adapted from the Government of Canada's Essential Skills Profile for
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Instructors and teachers of persons with disabilities

Read product brochures, newsletters and program descriptions. For example, read descriptions of assistive devices such as electronic note takers to learn more about features that may be useful to clients. Read newsletters and other resource materials published by the Canadian National Institute for the Blind, Clubhouse Societies and the Autism Society of Canada to learn about clients' disabilities and become familiar with programs and services offered. (2)

Read short email and memos. For example, read email from co-workers in which they describe services accessed by clients in previous programs and from business owners who provide details of clients' successes and challenges in work experience placements. Read memos from supervisors outlining changes to programs and reporting requirements. (2)

Read text entries in referral and intake forms and physicians' reports. Read about clients' medical conditions, family backgrounds and support systems when creating and revising clients' learning plans. (3)

Read guidelines and standards. For example, read guidelines for professional practice outlined by the Association for Education and Rehabilitation of the Blind and Visually Impaired. Read international standards defining the rehabilitation model of the International Centre for Clubhouse Development. (4)

Read articles in peer-reviewed journals. For example, read the Journal of Visual Impairment to learn of new developments, innovative practices, trends and products. Read Critical Reviews in Physical and Rehabilitation Medicine to understand topics such as new developments in motor skills retraining and other rehabilitative techniques. (5)

Write reminder notes. For example, during interactions with clients, write short notes about clients' behaviours to enter into case files. (1)

Write instructions for clients to follow. For example, instructors of individuals with developmental disabilities write instructions for performing tasks such as using washing machines and microwave ovens. (2)

Write email to co-workers and colleagues. For example, write to colleagues to seek advice on instructional techniques and strategies to use with clients. (2)

Write short reports. For example, instructors of visually impaired individuals write orientation and mobility reports which outline their observations and conclusions about clients' achievements. Job training instructors may write incident reports, in which they describe clients' injuries and behaviours, explain how the injuries occurred and record details of actions taken. Instructors of developmentally disabled individuals write narrative progress reports several times each year for each of their clients. They outline their goals and objectives for the reporting period, the clients' strengths, weaknesses and factors affecting their performances. (3)

Write letters to clients, co-workers and colleagues. For example, write letters to service and benefit providers to request assistance for clients and justify the need for special services and consideration. (3)

Locate data in lists and tables. For example, scan contact lists of staff and clients to locate addresses and telephone numbers. Scan listings of upcoming workshops and conferences and tables of contents in curriculum resources, equipment manuals and journals to locate data on specific topics. Scan work schedules to verify assignments and commitments. (2)

Enter data into forms and mark checklists. For example, rehabilitation instructors record the types of exercises, size of weights and number of repetitions completed by clients during balance and coordination assessments. They complete checklists indicating the level of assistance clients require to complete daily living, personal care, communication and leisure tasks. Instructors of hearing impaired individuals complete sign language checklists and provide examples to track clients' progress. Instructors of blind and visually impaired individuals complete Canadian National Institute for the Blind forms requesting the loan and purchase of equipment. (2)

Complete referral forms and progress reports. For example, instructors of individuals with developmental and physical disabilities may complete referral forms to request additional support for their clients. They complete client identification fields, outline the reasons for their requests, interventions to date and desired outcomes of their referrals. They may also complete progress reports indicating clients' achievements for various curriculum activities. They rate clients' levels of progress and add supporting comments outlining strengths and weaknesses. (3)

Advocate for clients and educational programs in the community. For example, job-training instructors ask employers to find work placements for their clients and discuss their progress after they have been hired. They promote employment integration programs and negotiate placements with business owners and community groups. (2)

Discuss behaviours and learning plans with clients and their families. For example, conduct intake interviews with clients and their parents or guardians. Discuss learning goals and activities with clients throughout their programs. Instructors of visually impaired lead family discussions on social etiquette, problem solving techniques and ways of supporting visually impaired individuals. (2)

Instruct clients individually and in small groups. For example, job-training instructors may explain and model job tasks, telephone protocols and interview skills for clients. Instructors of visually impaired individuals instruct clients in the proper use of canes and use vivid descriptions of sounds, sights and smells when teaching them how to navigate various routes. Instructors of individuals with developmental disabilities explain classroom rules, consequences of breaking the rules and the effects that disruptive behaviour can have on other clients. (3)

Comfort and counsel clients. For example, instructors of visually impaired clients acknowledge their emotions and listen to their concerns. They use counselling techniques to help clients who are experiencing loss of sight deal with emotions and move toward greater independence. (3)

Monitor small budgets and record expenditures against categories. For example, job coaches monitor purchases of supplies, travel and assistive devices. (1)

Calculate expected totals and identify shortages and overages in petty cash accounts. For example, instructors of individuals with developmental disabilities may create cash summaries of book orders and field trip fees. (1)

Draw up schedules of instructional programs. For example, instructors of individuals with physical and developmental disabilities create annual, monthly, and weekly schedules to guide their use of instructional time. They may have to adjust schedules to incorporate extra instructional time for clients who are experiencing difficulty. (3)

Collect and analyze assessment data such as test marks and ratings. For example, instructors of individuals with developmental disabilities record marks for each completed assignment and then total and average them to report clients' progress. (2)

Estimate times for learning and rehabilitation programs. For example, instructors estimate times required to complete various program components and lengths of time clients will need to be enrolled in programs to reach specified goals. (2)

Instructors and teachers of persons with disabilities plan and organize their daily activities in response to clients' needs. They generally work one-on-one with clients and there are few requirements to integrate their work with that of co-workers and colleagues. Instructors of individuals with physical and developmental disabilities sequence their tasks within the constraints of provincial curricula. Instructors of individuals with physical and developmental disabilities may assign daily tasks and responsibilities for supervision of clients to teaching assistants and volunteers. (2)

Clients cannot be provided with the services they need. For example, instructors of developmentally and physically disabled individuals are unable to offer services such as one-on-one guided reading when volunteers are not available. They reschedule activities and seek more volunteers. Job coaches who are unable to find suitable placements for their clients review their needs, brainstorm other placement opportunities with colleagues and suggest clients consider other occupations. (2)

Teaching strategies and interventions are not effective. Work with clients to determine causes for lack of response, discuss alternate strategies with colleagues and co-workers and adjust instructional approaches. (3)

Gather information on clients' disabilities by reviewing their history files, speaking to clients and their family members, consulting co-workers and colleagues and searching Internet sites applicable to particular disabilities. (3)

Assess clients' progress in remedial education and rehabilitation programs. For example, instructors of individuals with physical and developmental disabilities consider their clients' levels of effort, attentiveness, behaviours and attitudes. They assess their abilities to demonstrate skill acquisition with both accuracy and confidence before promoting them to higher program levels. (2)

Assess the suitability of job placements for clients. For example, job coaches consider the needs and capabilities of their clients, the physical work environment, employers' expectations and the availability of on-site support for them. (2)